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Examining the contribution of RAN components to reading fluency, reading comprehension, and […]
Huschka, Sina Simone; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Reading and Writing | 2021
41177 Endnote
Autor*innen:
Huschka, Sina Simone; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus
Titel:
Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German
In:
Reading and Writing, 34 (2021) 9, S. 2317-2336
DOI:
10.1007/s11145-021-10145-6
URL:
https://link.springer.com/article/10.1007/s11145-021-10145-6
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Benennung; Geschwindigkeit; Lesefertigkeit; Leseverstehen; Rechtschreibung; Fonologische Bewusstheit; Buchstabe; Wissen; Fonologie; Kurzzeitgedächtnis; Kindergartenkind; Grundschule; Schüler; Schuljahr 01; Regressionsanalyse; Frankfurt <Main>; Deutschland
Abstract (english):
We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; Mage = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten, children were assessed on measures of RAN (colors and objects), phonological awareness, letter-sound knowledge, phonological short-term memory, and paired-associate learning. Reading fluency, reading comprehension, and spelling were assessed at the end of Grade 1. Hierarchical regression analyses revealed that pause time and pause time consistency continued to predict reading fluency, but not reading comprehension or spelling, after controlling for the effects of the other cognitive skills assessed in kindergarten. Articulation time did not add to the prediction of any literacy skills. These findings support previous research suggesting that, during the early phases of learning to read, pause time holds the key in the relation between RAN and reading fluency. (DIPF/Orig,)
DIPF-Abteilung:
Bildung und Entwicklung
Developmental trajectories of phonological information processing in upper elementary students with […]
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; […]
Zeitschriftenbeitrag
| In: Reading Research Quarterly | 2021
40003 Endnote
Autor*innen:
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus
Titel:
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
In:
Reading Research Quarterly, 56 (2021) 1, S. 143-171
DOI:
10.1002/rrq.299
URN:
urn:nbn:de:0111-pedocs-227500
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227500
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Grundschüler; Schüler; Phonologie; Informationsverarbeitung; Lernschwierigkeit; Lesefertigkeit; Rechtschreibung; Entwicklung; Gedächtnis; Kognitive Prozesse; Schuljahr 03; Schuljahr 04; Schuljahr 05; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Längsschnittuntersuchung; Deutschland
Abstract:
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Which data do elementary school teachers use to determine reading difficulties in their students?
Schmitterer, Alexandra; Brod, Garvin
Zeitschriftenbeitrag
| In: Journal of Learning Disabilities | 2021
40752 Endnote
Autor*innen:
Schmitterer, Alexandra; Brod, Garvin
Titel:
Which data do elementary school teachers use to determine reading difficulties in their students?
In:
Journal of Learning Disabilities, 54 (2021) 5, S. 349-364
DOI:
10.1177/0022219420981990
URN:
urn:nbn:de:0111-pedocs-237621
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237621
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Lesestörung; Intervention; Grundschullehrer; Entscheidung; Diagnostik; Daten; Lesefertigkeit; Lesetest; Rechtschreibtest; Wortschatztest; Grundschüler; Schuljahr 03; Mehrebenenanalyse; Regressionsanalyse; Empirische Untersuchung; Hessen; Niedersachsen; Deutschland
Abstract:
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Convergent evidence for validity of a performance-based ICT skills test
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; […]
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2020
39137 Endnote
Autor*innen:
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; Hartig, Katja; Horz, Holger
Titel:
Convergent evidence for validity of a performance-based ICT skills test
In:
European Journal of Psychological Assessment, 36 (2020) 2, S. 269-279
DOI:
10.1027/1015-5759/a000507
URN:
urn:nbn:de:0111-pedocs-218426
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-218426
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Informationstechnologische Bildung; Informations- und Kommunikationstechnologie; Problemlösen; Kompetenz; Fertigkeit; Schüler; Sekundarstufe I; Test; Testaufgabe; Validität; Evidenz; Deutschland
Abstract (english):
The goal of this study was to investigate sources of evidence of convergent validity supporting the construct interpretation of scores on a simulation-based ICT skills test. The construct definition understands ICT skills as reliant on ICT-specific knowledge as well as comprehension and problem-solving skills. On the basis of this, a validity argument comprising three claims was formulated and tested. (1) In line with the classical nomothetic span approach, all three predictor variables explained task success positively across all ICT skills items. As ICT tasks can vary in the extent to which they require construct-related knowledge and skills and in the way related items are designed and implemented, the effects of construct-related predictor variables were expected to vary across items. (2) A task-based analysis approach revealed that the item-level effects of the three predictor variables were in line with the targeted construct interpretation for most items. (3) Finally, item characteristics could significantly explain the random effect of problem-solving skills, but not comprehension skills. Taken together, the obtained results generally support the validity of the construct interpretation.
DIPF-Abteilung:
Bildungsqualität und Evaluation
The openness of children and adolescents towards Syrian refugees in Germany
Beißert, Hanna; Mulvey, Kelly Lynn
Zeitschriftenbeitrag
| In: Canadian Diversity | 2020
40320 Endnote
Autor*innen:
Beißert, Hanna; Mulvey, Kelly Lynn
Titel:
The openness of children and adolescents towards Syrian refugees in Germany
In:
Canadian Diversity, 17 (2020) 2, S. 17-22
DOI:
10.25657/02:22922
URN:
urn:nbn:de:0111-pedocs-229222
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-229222
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Sprache:
Englisch
Schlagwörter:
Jugendlicher; Gymnasiast; Mädchen; Junge; Offenheit; Einstellung <Psy>; Gruppendynamik; Erwartung; Peergroup; Freizeitverhalten; Flüchtling; Syrien; Deutsch; Sprachfertigkeit; Soziale Integration; Befragung; Deutschland
Abstract (english):
In our research, involving 100 high school students from Germany between 10 and 17 years of age, children and adolescents were generally very open towards integrating Syrian refugees in their peer activities- with girls being even more inclusive than boys. We used hypothetical scenarios in which adolescents were asked if they would include refugee peers versus local peer in their leisure time peer group activities or not. In the first part of the study, we identified host country language skills as a key element for positive social integration of refugee youths in Germany. In part two of the study, we revealed an interesting asymmetry between youths' own decisions and what they think their group would do: whereas the youth themselves were very inclusive towards Syrian peers, they expected their group to prefer German peers and expected them to less likely choose a Syrian peer for their leisure time activities. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die […]
Jäger-Dengler-Harles, Ingeborg
Verschiedenartige Dokumente
| 2020
40201 Endnote
Autor*innen:
Jäger-Dengler-Harles, Ingeborg
Titel:
Was ist Informationskompetenz? Wie soll man Informationskompetenz vermitteln? Welches sind die zentralen Entwicklungen im Bereich der Informationskompetenz? [Positionspapier]
Erscheinungsvermerk:
Hildesheim: Universität Hildesheim, 2020 (Cetta, D.; Griesbaum, J.; Mandl, T.; Montanari, E.G. (Hrsg.): Informationskompetenz und Demokratie (IDE): Bürger, Suchverfahren und Analyse-Algorithmen in der politischen Meinungsbildung - Positionspapiere zur Informationkompetenz und Informationskompetenzvermittlung: Aktueller Stand und Perspektiven)
DOI:
10.18442/095
URN:
urn:nbn:de:gbv:hil2-opus4-10756
URL:
https://hildok.bsz-bw.de/frontdoor/index/index/docId/1075
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Sprache:
Deutsch
Schlagwörter:
Informationskompetenz; Kompetenz; Fähigkeit; Fertigkeit; Wissen; Vermittlung; Stellungnahme; Projekt
Abstract:
Um die Perspektiven verschiedener Akteursgruppen auf das Thema Informationskompetenz und Informationskompetenzvermittlung zu ermitteln, wurde im Juni 2019, im Rahmen des Projekts "Informationskompetenz und Demokratie (IDE): Bürger, Suchverfahren und Analyse-Algorithmen in der politischen Meinungsbildung", ein Aufruf zur Einreichung eines Positionspapiers gestartet. Insgesamt 21 Autoren und Autorinnen sind dem Aufruf gefolgt. Beantwortet wurden die Fragen: "Was ist Informationskompetenz?", "Wie soll man Informationskompetenz vermitteln?", "Welches sind die zentralen Entwicklungen im Bereich der Informationskompetenz und Informationskompetenzvermittlung?" Die Positionspapiere liefern einen umfassenden Überblick und vielfältige Perspektiven zur Informationskompetenz bspw. aus Sicht der Politikwissenschaft, der Erziehungswissenschaft, der Lehrerausbildung sowie der Informations- und Bibliothekswissenschaft. Es gilt das Thema der Informationskompetenz in der Fachwelt und der Öffentlichkeit als kritische Fragestellung des 21. Jahrhunderts zu positionieren.
Validating test score interpretations using time information
Engelhardt, Lena; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2019
39162 Endnote
Autor*innen:
Engelhardt, Lena; Goldhammer, Frank
Titel:
Validating test score interpretations using time information
In:
Frontiers in Psychology, (2019) , S. 10:1131
DOI:
10.3389/fpsyg.2019.01131
URN:
urn:nbn:de:0111-dipfdocs-174371
URL:
http://www.dipfdocs.de/volltexte/2020/17437/pdf/fpsyg-2019_may_Engelhardt_Goldhammer_Validating_test_score_interpretations_using_time_information_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Strukturgleichungsmodell; Empirische Untersuchung; Deutschland; Test; Validität; Computerunterstütztes Verfahren; Aufgabe; Antwort; Zeit; Fertigkeit; Kognitive Prozesse; Kognitive Kompetenz; Lesekompetenz; Denken; Leistungstest; PIAAC <Programme for the International Assessment of Adult Competencies>; Datenanalyse
Abstract (english):
A validity approach is proposed that uses processing times to collect validity evidence for the construct interpretation of test scores. The rationale of the approach is based on current research of processing times and on classical validity approaches, providing validity evidence based on relationships with other variables. Within the new approach, convergent validity evidence is obtained if a component skill, that is expected to underlie the task solution process in the target construct, positively moderates the relationship between effective speed and effective ability in the corresponding target construct. Discriminant validity evidence is provided if a component skill, that is not expected to underlie the task solution process in the target construct, does indeed not moderate the speed-ability relation in this target construct. Using data from a study that follows up the German PIAAC sample, this approach was applied to reading competence, assessed with PIAAC literacy items, and to quantitative reasoning, assessed with Number Series. As expected from theory, the effect of speed on ability in the target construct was only moderated by the respective underlying component skill, that is, word meaning activation skill as an underlying component skill of reading competence, and perceptual speed as an underlying component skill of reasoning. Accordingly, no positive interactions were found for the component skill that should not underlie the task solution process, that is, word meaning activation for reasoning and perceptual speed for reading. Furthermore, the study shows the suitability of the proposed validation approach. The use of time information in association with task results brings construct validation closer to the actual response process than widely used correlations of test scores. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Invariance of the response processes between gender and modes in an assessment of reading
Kroehne, Ulf; Hahnel, Carolin; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Frontiers in Applied Mathematics and Statistics | 2019
39231 Endnote
Autor*innen:
Kroehne, Ulf; Hahnel, Carolin; Goldhammer, Frank
Titel:
Invariance of the response processes between gender and modes in an assessment of reading
In:
Frontiers in Applied Mathematics and Statistics, (2019) , S. 5:2
DOI:
10.3389/fams.2019.00002
URL:
https://www.frontiersin.org/articles/10.3389/fams.2019.00002/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Lesefertigkeit; Technologiebasiertes Testen; Computerunterstütztes Verfahren; Papier-Bleistift-Test; Antwort; Zeit; Messung; Item-Response-Theory; Modell; Geschlechtsspezifischer Unterschied; Logdatei; Datenanalyse; Empirische Untersuchung; Deutschland
Abstract:
In this paper, we developed a method to extract item-level response times from log data that are available in computer-based assessments (CBA) and paper-based assessments (PBA) with digital pens. Based on response times that were extracted using only time differences between responses, we used the bivariate generalized linear IRT model framework (B-GLIRT, [1]) to investigate response times as indicators for response processes. A parameterization that includes an interaction between the latent speed factor and the latent ability factor in the cross-relation function was found to fit the data best in CBA and PBA. Data were collected with a within-subject design in a national add-on study to PISA 2012 administering two clusters of PISA 2009 reading units. After investigating the invariance of the measurement models for ability and speed between boys and girls, we found the expected gender effect in reading ability to coincide with a gender effect in speed in CBA. Taking this result as indication for the validity of the time measures extracted from time differences between responses, we analyzed the PBA data and found the same gender effects for ability and speed. Analyzing PBA and CBA data together we identified the ability mode effect as the latent difference between reading measured in CBA and PBA. Similar to the gender effect the mode effect in ability was observed together with a difference in the latent speed between modes. However, while the relationship between speed and ability is identical for boys and girls we found hints for mode differences in the estimated parameters of the cross-relation function used in the B-GLIRT model. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Differences in counting skills between Chinese and German children are accompanied by differences […]
Lonnemann, Jan; Li, Su; Zhao, Pei; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; […]
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2019
38974 Endnote
Autor*innen:
Lonnemann, Jan; Li, Su; Zhao, Pei; Linkersdörfer, Janosch; Lindberg, Sven; Hasselhorn, Marcus; Yan, Song
Titel:
Differences in counting skills between Chinese and German children are accompanied by differences in processing of approximate numerical magnitude information
In:
Frontiers in Psychology, 9 (2019) , S. 2656
DOI:
10.3389/fpsyg.2018.02656
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02656/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kind; Vorschulalter; Zahlensystem; Fertigkeit; Kognitive Prozesse; Denkfähigkeit; Leistung; Test; Computerunterstütztes Verfahren; Vergleichsuntersuchung; Internationaler Vergleich; Frankfurt a.M.; Deutschland; Beijing; China
Abstract (english):
Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children's counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children's reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ signi cantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be re ected in the ANS but not in the OTS. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Ästhetische Bildung und Arbeitsunterricht. Der deutsche Werkbund an die Teilnehmer der […]
Reimers, Bettina Irina
Zeitschriftenbeitrag
| In: Jahrbuch für Historische Bildungsforschung | 2019
39542 Endnote
Autor*innen:
Reimers, Bettina Irina
Titel:
Ästhetische Bildung und Arbeitsunterricht. Der deutsche Werkbund an die Teilnehmer der Reichsschulkonferenz
In:
Jahrbuch für Historische Bildungsforschung, 25 (2019) , S. 281-297
URL:
https://www.pedocs.de/volltexte/2021/21460/pdf/Jahrbuch_fuer_Historische_Bildungsforschung_Band_25.pdf#page=283
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Historische Bildungsforschung; Ästhetische Bildung; Arbeitsunterricht; Werkunterricht; Handwerk; Fertigkeit; Berufsvorbereitung; Werkbund; Fachverband; Offener Brief; Reichsschulkonferenz; 20. Jahrhundert; Weimarer Republik
Abstract:
Vorstellung der Quelle und Quellenkritik zum Stellungnahme des Deutschen Werkbundes zur ästhetischen Bildung und zum Arbeitsunterreicht in der Schule zur Zeit der Weimarer Republik.
Abstract (english):
Presentation of the source and source criticism for the position of the German Werkbund on aesthetic education and working in the school at the time of the Weimar Republic.
DIPF-Abteilung:
Bibliothek für Bildungsgeschichtliche Forschung
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